CLC Group Lesson Plan.docx

# Instructional materials equipment and technology

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Instructional Materials, Equipment and Technology: Smartboard Laptops Color Cubes Pencil Vocabulary Notebook Laminated Doubled Color Line MathXL.com (can practice proportions) Page 2 of 5

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Grouping: All groups will consist of all levels in the class. This will promote peer interaction amongst the students. II. INSTRUCTION A. Opening Prior knowledge connection: Students will have learned the definition of ratios and proportions. Teacher will discuss places of where ratio and proportions have been used such as in grocery stores and when measuring things. Anticipator y set: Teacher can explain how knowing how to do ratio to proportions can help them when their parents are shopping, and the sign says \$3.00 for 1 pound or your dad says he can go 45 miles in one hour. B. Learning and Teaching Activities (Teaching and Guided Practice): I Do Students Do Differentiation 1. I will give the students a paper with tables of equivalent rates on it. 2. I will demonstrate how we solve the first two rates. 3. Making sure I implement key vocabulary words as we do the lesson. 4. I will demonstrate how to use the scholastic website. 5. I will discuss how they need to solve the ratios in order to build their stadium. 1. The students will work on the equivalent fractions in small groups. 2. Each group will explain how they got their answer. 3. When the students explain their work, they will have to use the key vocabulary words. 4. The students will work independently on their laptops figuring the answer to each step of ratio and proportion in order to build their baseball stadium. Students with special needs will be working within a group with other learners, providing input. Students with special needs will be given the option of using a tablet or digital device to model, explore the steps, and give reasoning on their findings directly to the teacher or aide. (ELL): English Language Learners students will be working within a group with other learners providing input and explanations. ELL students will be given the opportunity to work directly with the teacher or aide if needed. III. ASSESSMENT Summative Assessment : Students will be applying their knowledge of ratios from past lessons and what they learned about equivalent ratios in this lesson to design a building like architects do. If students do not compute correctly, the buildings will not be safe or attractive, making it clear to students the importance of correct proportions in real life. Students can further extend this idea through group and whole- class discussion of possible effects of incorrect proportions . Differentiation: This assessment will be good for ELLs and SPED students because they will be able to see the ratios and proportions being implemented into a visual model of a building and will therefore be able to comprehend the abstract concepts better. If students are still struggling with computation or the idea of ratios, they may work them out using the colored blocks from the beginning of class. These Page 3 of 5
• Winter '16
• Andrea Goecks

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